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Dive into details by clicking on the dots. It is possible that learning from home during the COVID-19 lock down can be productive especially if teachers developed mathematical learning experiences that challenge student thinking. PhD projects. This article outlines teaching ideas appropriate for primary mathematics. This chapter uses the notion of relentless consistency, elaborated by Laurinda Brown, to describe an approach to teaching mathematics we are researching. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as “Getting Ready in Numeracy” (G.R.I.N.). This article explores a dynamic approach to estimation, where students refine their estimates as they gain access to more information in a ‘how many’ investigation. Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task prior to instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. Dilemmas in suggesting mathematics representations to students, The Extended Hundreds Chart: Exploring an alternative representation of negative numbers, Re-enfranchising Mathematically-alienated Students: Teacher and Tutor Perceptions of the Getting Ready in Numeracy (G.R.I.N.) How does lesson structure shape teacher perceptions of teaching with challenging tasks? Read, watch, or just discuss J. K. Rowling’s Harry Potter and the Philosopher’s Stone with your class, and then get students to engage with these associated mathematical problems. Martial arts flick ‘Take Back’ completes production during pandemic, 101 Films International adds ‘Take Back’ with Mickey Rourke to Cannes online slate (exclusive), Westerns: Classic vs Revisionist vs Spaghetti vs Modern, Revenge is a Dish Best Served by Tarantino, Shoot First and Pray You Live (Because Luck Has Nothing to Do with It). It is mainly aimed at primary school teachers and teacher-researchers. Place that number is a whole class activity that builds student understanding of place value and magnitude, as well as estimation skills and overall number sense. These two games are intended to support students develop fluency with non-standard partitioning. To address this gap in the literature, the current study explored three distinct teacher-tut... Purpose: The purpose of this paper is to explore whether the four value alignment strategies available to educators (Scaffolding, Balancing, Intervention and Refuge) previously identified in the mathematics education literature comprehensively capture educator value alignment strategies in an intervention context. Lecturer, Maths Science & Technology ... Email James.Russo@monash.edu; Accepting PhD Students. This paper outlines a seven step process for developing problem-solving tasks informed by cognitive load theory. It is mainly aimed at primary school teachers and teacher-researchers. Does anoyone know approximately how long until my conference paper will appear in a google scholar search? This article outlines teaching ideas appropriate for primary mathematics. It is mainly aimed at primary school teachers and teacher-researchers.This article introduces ten simple subitising-related activities that can be undertaken with a set of subitising plates. Number lines are a powerful tool for supporting mental computation. Love Maths offers a number of services to schools- classroom modelling, professional development days, planning effectively for maths and after-school professional development sessions. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student. Designing and scaffolding rich mathematical learning experiences with challenging tasks, Effectively utilising teaching assistants to support mathematics learning: some insights from the Getting Ready in Numeracy (G.R.I.N.) An important outcome is advancing the knowledge of how best to support early years teachers. In this article, the authors emphasise the importance of purposeful mathematical discussion and using sequences of connected, cumulative, and challenging tasks in advancing students' spatial reasoning in the early years of schooling. The authors describe a mathematics lesson designed to allow students to use their own thinking to solve elapsed time problems. Powered by Pure, Scopus & Elsevier Fingerprint Engine™ © 2020 Elsevier B.V. We use cookies to help provide and enhance our service and tailor content. Turning inquiry experiences into robust learning: Exploring the potential of structured mathematics learning sequences.

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